Journalism as a social form of knowledge: dialogues between journalistic practice and pedagogical practice
This article aims to propose a dialogue between journalistic practice—which produces and disseminates a specific form of knowledge—and pedagogical practice as understood by the educator and philosopher Paulo Freire. It is an exploratory theoretical reflection based on bibliographic research and guid...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade de Santa Cruz do Sul (UNISC) |
| Repositorio: | Rizoma (Santa Cruz do Sul) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.online.unisc.br:article/19506 |
| Acceso en línea: | https://seer.unisc.br/index.php/rizoma/article/view/19506 |
| Access Level: | acceso abierto |
| Palabra clave: | jornalismo emancipatório práxis pedagógica práxis jornalística pedagogia freireana forma social de conhecimento periodismo emancipador praxis pedagógica praxis periodística pedagogía freireana forma social de conocimiento emancipatory journalism pedagogical praxis journalistic praxis Freirean pedagogy social form of knowledge |
| Sumario: | This article aims to propose a dialogue between journalistic practice—which produces and disseminates a specific form of knowledge—and pedagogical practice as understood by the educator and philosopher Paulo Freire. It is an exploratory theoretical reflection based on bibliographic research and guided by the question: can Freirean pedagogical praxis offer elements for an emancipatory journalistic praxis? The study revisits key approaches to journalism as a social form of knowledge (Genro Filho, 1989; Meditsch, 1997) and reflects on the relevance of Freirean pedagogical principles for a journalistic practice guided by emancipatory ideals. Points of convergence between the two perspectives are identified, through different approaches, suggesting the possibility of a promising dialogue between journalistic and pedagogical practices. |
|---|